!! PDF Ebook Clinical Psychology: Science, Practice, and Culture, by Andrew M. (Mark) Pomerantz

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“By using practical examples and blending in current culture and metaphors, Pomerantz brings the profession to life within the chapters. I think students will find the text enjoyable to read.”
-Jennifer J. Muehlenkamp, Ph.D., University of North Dakota

This contemporary text distinguishes itself by presenting key clinical psychology topics in a balanced manner. Andrew M. Pomerantz emphasizes multicultural issues throughout, objectively covers numerous clinical approaches in depth, and creatively uses metaphors and applied clinical examples. Written in an accessible style, Clinical Psychology examines all subfields of clinical psychology thoroughly-including the history and current state of the field, clinical assessment, psychotherapy, ethical and professional issues, and specialized topics.

This core text is ideal for undergraduates or first-year graduate students in clinical psychology courses.

 

• Sales Rank: #662102 in Books
• Brand: Brand: Sage Publications, Inc
• Published on: 2010-07-08
• Original language: English
• Number of items: 1
• Dimensions: 1.00" h x 7.40" w x 9.10" l, 1.10 pounds
• Binding: Hardcover
• 568 pages

Features

• Used Book in Good Condition

Review
"By using practical examples and blending in current culture and metaphors, Pomerantz brings the profession to life. I think students will find the text enjoyable to read." (Jennifer Muehlenkamp )

About the Author

Andrew M. Pomerantz, PhD, is Professor of Psychology and Director of the Clinical Adult Psychology Graduate Program at Southern Illinois University Edwardsville. He teaches a variety of undergraduate and graduate courses related to clinical psychology. He also maintains a part-time private practice of clinical psychology in St. Louis, MO. He earned his B. A. in psychology from Washington University in St. Louis, and his M. A. and Ph. D. in clinical psychology from Saint Louis University. He completed his predoctoral internship at Indiana University School of Medicine Psychology Training Consortium. He is the author of Clinical Psychology: Science, Practice, and Culture (Sage, 2008) and Psychological Assessment and Report Writing (with Karen Goldfinger; Sage, 2010). He has served on the editorial board of the Journal of Clinical Psychology, and has published articles in numerous professional journals including Professional Psychology: Research and Practice, Teaching of Psychology, Ethics & Behavior, and Training and Education in Professional Psychology. His primary research interests include psychotherapy and ethical/professional issues in clinical psychology. He served two terms as president of Psychotherapy Saint Louis and is a member of the American Psychological Association.

Most helpful customer reviews

3 of 3 people found the following review helpful.
Pretty Good
By J. Guchu
I'm not using this book for a class, just reading it for my own information. It gives a good overview of topics in clinical psychology. It's a little too simplistic to use for a class, I think. I do find it informative and helpful however, and easy to read.

1 of 1 people found the following review helpful.
Very basic coverage of topic
By Kayle L.
Text is suited for a high school or community college class. I purchased it as a somewhat updated version of my very old clinical psychology text. It is not suitable for a 4-year college/university survey course as it lacks much in the way of detail, only providing a broad overview of the covered topics.

1 of 1 people found the following review helpful.
Great Book
By Sandra
Great information for those who are interested in entering the clinical field of psychology. Easy read and well organized. I received the book in excellent condition and in a reasonable amount of time.

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• Sales Rank: #888163 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2010-12-08
• Original language: English
• Number of items: 1
• Dimensions: 9.13" h x .44" w x 7.43" l, 1.04 pounds
• Binding: Paperback
• 304 pages

Features

• Used Book in Good Condition

About the Author
Patrick Schuermann is a Research Assistant Professor at Peabody College of Vanderbilt University. He received his doctorate from the Department of Leadership, Policy, and Organizations. His principal research agenda focuses on non-traditional public schools and independent school leadership issues. Over the past several years, Patrick has worked with a trans-institutional team of university leaders and regional independent school leaders to create the Independent School Leadership Institute, which is a joint venture between the National Research and Development Center on School Choice and the Peabody Professional Institutes. His doctoral dissertation focuses on an integrated approach to faculty evaluation, professional development, and compensation models for non-traditional schools.

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^ PDF Ebook Environmental Communication and the Public Sphere, by J. Robert Cox

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The Third Edition of Environmental Communication and the Public Sphere by Robert Cox remains the only comprehensive introduction to the growing field of environmental communication. This innovative book focuses on the role that human communication plays in influencing the ways we perceive the environment. It also examines how we define environmental “problems” and decide what actions to take with regards to the natural world.

• Sales Rank: #325562 in Books
• Published on: 2012-05-03
• Original language: English
• Number of items: 1
• Dimensions: 10.25" h x 7.25" w x .75" l, 1.70 pounds
• Binding: Paperback
• 448 pages

About the Author

Robert Cox (PhD, University of Pittsburgh) is Professor Emeritus at the University of North Carolina at Chapel Hill. His principal research areas are environmental and climate change communication, and strategic studies of social movements. One of the nation’s leading scholars in environmental communication, Cox is coeditor of The Routledge Handbook of Environment and Communication (2015), as well as authoring numerous studies of environmental and climate change campaigns. He has served three times as President of the Sierra Club, the largest grassroots U.S. environmental organization, and is also on the Board of Directors for Earth Echo International whose mission is “to empower youth to take action that restores and protects our water planet.” Cox continues to advise environmental groups on their communication programs, and serves as an advisory editor for the journal, Environmental Communication. Cox regularly participates in environmental and climate change initiatives and has campaigned with former Vice President Al Gore, singer Melissa Etheridge, and other public figures. He also enjoys hiking and trekking in the Himalayas and the southern Appalachian Mountains in the U.S.

Most helpful customer reviews

3 of 3 people found the following review helpful.
Cox Sees the Environment From All Sides
By L. Pryor
This updated text by Robert Cox is invaluable -- necessary reading for anyone working in the environmental field. His theoretical understanding of rhetoric, combined with experience as past president of the Sierra Club, puts him in a unique position to take on this topic. He has woven discussion of climate change throughout this new edition and added updated case studies.

1 of 1 people found the following review helpful.
Pretty good/easy read
By M. Fowler
I don't think many would go out and buy this book if they were not an academic in the field. That said, as a graduate student, this was an easy read. Doesn't bury you in technical information and it flows nicely. The author grabs information from many diverse sources and this is a solid introduction into a growing field.

0 of 0 people found the following review helpful.
Great book, well written
By Amazon Customer
Great book, well written. I've found most of my Env. Law books are pretty boring but Cox does a great job of immersing the reader.

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! PDF Ebook Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms, by Will Richardson

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Explore the wide world of new, easy-to-use Web publishing and information gathering tools!

Written for educators of all disciplines, this third edition of a bestseller provides real examples from K–12 teachers around the world on how Web tools allow students to learn more, create more, and communicate better. Updated with materials on Web publishing and information literacy, this resource opens up a new toolbox for both novice and tech-savvy educators, with how-to steps for teaching with:

• Weblogs 
• Wikis
• Really Simple Syndication (RSS) feeds and aggregators
• Social bookmarking 
• Online photo galleries 
• Facebook, MySpace, and Twitter 

• Sales Rank: #205401 in Books
• Brand: Corwin
• Published on: 2010-03-01
• Original language: English
• Number of items: 1
• Dimensions: 10.00" h x .42" w x 7.00" l, .86 pounds
• Binding: Paperback
• 184 pages

Features

• ISBN13: 9781412977470
• Condition: New
• Notes: BRAND NEW FROM PUBLISHER! 100% Satisfaction Guarantee. Tracking provided on most orders. Buy with Confidence! Millions of books sold!

Review
"This book is loaded with insightful and honest advice about the Web 2.0 in education. Will Richardson has amassed decades of technology integration experience as a teacher, consultant, blogger, and educational leader. There are few like him and few books like this.” (Curtis J. Bonk, Professor, Indiana University 2009-08-19)

"Richardson's book was a touchstone for me when I started trying to figure out how to integrate participatory media into my teaching. I recommend this book to any teacher at any level who is interested in the learner-centric pedagogy that social media enables." (Howard Rheingold, Lecturer, Stanford University 2009-08-04)

"The best guide you can find to using the power of the Internet in your classroom." (Jeff Jarvis, Author of What Would Google Do? 2009-09-10)

About the Author
A parent of two middle-school-aged children, Will Richardson has been writing about the intersection of social online learning networks and education for the past 10 years at Weblogg-ed.com and in numerous journals and magazines such as Ed Leadership, Education Week, and English Journal. Recently, he shifted his blogging emphasis to willrichardson.com. Formerly a public school educator for 22 years, he is a co-founder of Powerful Learning Practice (plpnetwork.com), a unique professional development program that has mentored over 3,000 teachers worldwide in the last three years. His first book, Blogs, Wikis, Podcasts and Other Powerful Web Tools for Classrooms (Corwin, 3rd Edition 2010) has sold over 80,000 copies and has impacted classroom practice around the world. His second book, Personal Learning Networks: Using the Power of Connections to Transform Education, was released in May, 2011. His articles have appeared in Educational Leadership, EdWeek, English Journal, Edutopia, and Principal Leadership, among others, and over the past six years, he has spoken to tens of thousands of educators in more than a dozen countries about the merits of learning networks for personal and professional growth. He is a national advisory board member of the George Lucas Education Foundation and a regular columnist for District Administration Magazine. Will lives in rural New Jersey with his wife, Wendy, and his children Tess and Tucker.

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32 of 32 people found the following review helpful.
Worth every penny
By Chris C
Note: while there are some spoilers here, I will deliberately LEAVE THINGS OUT so you will have no choice to read his great book. I could not put it down and I learned so much, even though I've been Podcasting since September and Blogging (sort of) for two years.

Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms by Will Richardson is a great resource for any teacher or instructional technologist who wants to integrate technology into the classroom. Will begins by quoting Tim Berners-Lee, inventor of the World Wide Web - the vision was that it was a "read-write web" - with web users not only collecting information but creating it as well. In his book, Will gives many examples of how to do this:

Blogs: great for class portals, an online filing cabinet, e-portfolios... but better: a collaborative space for students and teachers to react to questions and scenarios - all online where Will has arranged for his students to meet authors or students from other schools to discuss a topic. Student writing becomes authentic, relevant. Will recommends that teachers blog themselves before introducing blogs to their students (just like a teacher of writing should be a writer himself, or a reading teacher should read on her own). Will dedicates an entire chapter to "getting started" with blogs - with juicy tips and tricks, as well as resources for new bloggers.

Wikis: after a discussion of the origin of the wiki (wiki-wiki - Hawaiian for "quick") and a discussion of the most well-known wiki, Wikipedia, Will discusses the uses for wikis in school: you can create an online text for your classroom, a lesson plan exchange for teachers, and he gives a good introduction to creating your own wiki using PBWiki.

RSS: OK- this is where my brain began to melt. I was blown away by the difference between what I THOUGHT RSS was good for and all of the ideas that Will has for them. To quote his chapter on RSS: "I think it's the one technology that you should start using today, right now, this minute. And tomorrow, you should teach your students to use it." After reading this chapter I did, and I will. Seriously. This chapter was an epiphany for me.

Podcasts: amateur radio, with lots of possibilities. There are many resources given in his book but the Education Podcast Network is the best known and a great place to start. Will gives some great tips on software to use like Audacity - and how to use Skype to record interviews (using software from [...] ).

I hate to sound like PBS's Reading Rainbow, but if you want to find out more, you really should buy and read his book. It is very well written, organized, and is an invaluable resource for any teacher willing to try technology in their classroom.

30 of 31 people found the following review helpful.
Awesome Book For Classroom Teachers
By Janice Powell
I'm not someone who necessarily "loves" technology, but with so many of my high school students using blogs and just spending so much of their time on the Internet, I decided to get up to speed. This book was recommended to me by friends who had seen the author speak, and I have to say that I'm simply amazed by how well this book lays the groundwork for these technologies and how clearly it points the way to get started. I've decided to start a blog to use as a place to reflect about my teaching, and I'm already looking forward to this fall to try some of the other great ideas in the book. Whatever you do, don't believe the one negative review in this list. This book is aimed at classroom educators who need to start understanding how important the Web is becoming to all of us. It's a great book, one that every single teacher should read.

73 of 91 people found the following review helpful.
Gee Whizz
By Declan Hayes
This book is a mixed bag. The entry blurb says it was published in 2006 but page 112 of this very very short book has the author telling us he expects podcasting to be big in 2005. just as blogs were big in 2004, the year he probably wrote this very very small book.

The book is sometimes useful in giving out some urls so we can look at what others are doing or what is available out there. However, a common problem with all these entry level books is they lack focus and a targeted audience. Is the book for teachers from grade school up to university level? This is an important question as it would dictate what approach to take.

For the hefty price of this book, I got to look at a few new sites. But that happens most days when someone puts me on to a new thread for free. Other than that, I got very little out of it beyond a broad brush approach of what the author is doing, which is relevant to him but not to me or you.

I use Wordpress which gets only passing mention in this shallow book. I was considering buying the Wordpress Quickstart book which comes out at the end of June. But that version is already out of date and the Wordpress site has enough supporting documents to fill a small library. So why either the book when Google is better?

And why buy another geewhizz book, which has one shallow chapter on Flickr ( google it if you don't know what it is, visit the site, save a few photos and you have what is in the Flickr chapter).

Most books like this agree books are going out of fashion. But they keep spewing out over priced books like this. Still the big font was easy on the eyes.

Also, teachers have to generally work to a platform, a curriculum that has been externally set. But the book does not delve into that; instead it goes on about a teacher here and another there doing some seemingly cool things with the kids in their class. Gee whiz.

My verdict: worth skimming through if you find a discarded copy hangiing around.

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Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms, by Will Richardson PDF
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? Free Ebook The Brain-Targeted Teaching Model for 21st-Century Schools, by Mariale M. Hardiman

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A powerful guide for applying brain research for more effective instruction

The Brain-Targeted Teaching Model for 21st-Century Schools serves as a bridge between research and practice by providing a cohesive, proven, and usable model of effective instruction. Compatible with other professional development programs, this model shows how to apply educational and cognitive neuroscience principles into classroom settings through a pedagogical framework. The model’s six components are:

(1) Establish the emotional connection to learning 
(2) Develop the physical learning environment
(3) Design the learning experience 
(4) Teach for the mastery of content, skills, and concepts 
(5) Teach for the extension and application of knowledge
(6) Evaluate learning

• Sales Rank: #285511 in Books
• Brand: Corwin
• Published on: 2012-02-15
• Original language: English
• Number of items: 1
• Dimensions: 9.75" h x 7.00" w x .75" l, 1.15 pounds
• Binding: Paperback
• 256 pages

Features

• Establish the emotional connection to learning
• Develop the physical learning environment
• Design the learning experience
• Teach for the mastery of content, skills and concepts
• Teach for the extension and application of knowledge

Review
"This book will encourage many educators to teach 21st century students via 21st century policies and practices that are grounded in the dramatic advances occurring in the cognitive neurosciences."
(Robert Sylwester, Emeritus Professor of Education and Author of "A Child's Brain: The Need for Nurture" 2011-06-10)

"Teachers will find the content valuable and can implement the Brain-Targeting Teaching concept very easily." (Steve Hutton, School Improvement Specialist 2011-06-10)

"Mariale Hardiman offers a unique model that teachers can use to assess the extent to which they are considering brain-friendly concepts when they plan their lessons." (David Sousa, Consultant in Educational Neuroscience and Author of "How the Brain Learns" 2011-06-10)

"The emphasis on integrating the arts with content areas is timely and welcome. An additional strength are the examples from 'expert teachers' which show how the model can be implemented while addressing curriculum standards." (Jacqueline LaRose, Assistant Professor of Education 2011-06-10)

"This book provides a teacher-friendly model that teachers can use to establish student-friendly classroom environments and effective teaching strategies and activities." (Darla Mallein, Director of Secondary Social Sciences Education 2011-06-10)

"The Brain-Targeted Teaching Model for 21st Century Schools has much to offer all educators. The book contains a wealth of knowledge from cognitive and neuroscience and presents it in a way that is accurate and accessible. Hardiman’s work creates a vision of education in which scientific discoveries about thinking and learning are taken full advantage of." (Jay N. Giedd, Chief of Brain Imaging Unit 2011-07-28)

"Few educators bring Dr. Hardiman’s ability, experience, and scholarliness to the increasingly rich exchange between educators and neuroscientists. She has succinctly synthesized a large body of information into a must-read for educators, researchers, and anyone else interested in how neuroscience and cognitive science can make a difference in the classroom." (Kenneth S. Kosik, MD, Harriman Professor of Neuroscience 2011-07-29)

"Hardiman’s book provides a practical way for educators to operationalize theoretical principles, and teach in a way that can effectively engage students on different and meaningful levels. The research and strategies presented in this book emphasize the very important notion of supporting students’ personal, social, and academic development and achievement." (Fay E. Brown, Director of Child and Adolescent Development 2011-07-29)

“One of the central components of Hardiman’s remarkable book is creativity―the ability to generate something new. Promoting the development of this unique attribute is critically important for the success of our students, and I applaud Dr. Hardiman for showing that neuroscience can and should inform the process of education.” (Charles J. Limb, MD, Associate Professor 2011-07-29)

“This book is a tour de force, providing not only a comprehensive understanding of cognitive and neuroscience research, but also a well-constructed model providing teachers with the practical tools they need to integrate it into their classrooms. Dr. Hardiman has become a leading authority in the emerging field of Neuroeducation." (Paula Tallal, Board of Govenors Professor of Neuroscience 2011-08-31)

“Dr. Hardiman provides clear explanations of what is currently known about the functions of the human brain, along with practical examples of ways to apply these understandings in the classroom. With this book she offers a significant contribution to the field of education.” (Dee Dickinson, Founder 2011-09-01)

“Dr. Hardiman's Brain-Targeted Teaching Model is one of the most powerful and research-based methods of achieving greater learning retention―its focus on the arts and creative problem-solving moves teaching from traditional 'drill and kill' methods to one that engages students for the demands of 21st century teaching and learning.” (Linda Casto, Advisory Board 2011-09-01)

“The Brain-Targeted teaching model has informed my teaching in so many ways. I love the model’s infusion of the arts as the arts lend themselves to creative expression for all children. There is no question that the Brain-Targeted Teaching Model enhanced the quality of my teaching." (Andrea Jackson, Fifth-Grade Teacher 2011-09-01)

“The Brain Targeted Teaching model provides a framework for teaching that makes sense not only in K-12 but also in higher education settings. I hope to continue spreading the word that higher education coursework can be significantly enhanced by using the tenets of Brain-Targeted Teaching.” (Vicky M. Krug, Assistant Professor 2011-09-01)

“Brain Targeted Teaching provides teachers with the structure to plan thoughtful, intentional, arts-integrated units. The clear explanation of neuro and cognitive research allows teachers to develop a connection between the research and best practices. Our school is very excited about using this book as our means of instructional practice.” (Jenifer Shaud, Founder 2011-09-29)

About the Author

Mariale M. Hardiman, serves as the Assistant Dean of Urban School Partnerships and Chair of the Department of Interdisciplinary Studies at the Johns Hopkins University School of Education. She is the co-founder and leads the Neuro-Education Initiative in partnership with the Brain Science Institute and other units within Johns Hopkins.

Dr. Hardiman’s publications focus on the intersection of research from the neuro- and cognitive sciences and education, bringing to educators relevant research from the brain sciences to inform teaching and learning. She is a frequent presenter at local, regional, and national conferences.

Dr. Hardiman also served for more than 30 years in the Baltimore City Public School System as a principal, assistant principal, staff developer, and teacher. Under her leadership, Roland Park Elementary/Middle School received numerous awards for continuous student achievement gains as well as its designation as a Blue Ribbon School of Excellence. During her tenure as principal, she devised a teaching framework, the Brain-Targeted Teaching Model, which has generated interest from educators worldwide. Dr. Hardiman earned her undergraduate and graduate degrees from Loyola University Maryland and her doctorate from The Johns Hopkins University.

 Go to http://www.braintargetedteaching.org/index.cfm to find a free study guide on The Brain-Targeted Teaching Model for 21st-Century Schools.

Most helpful customer reviews

8 of 9 people found the following review helpful.
WAY More than NeuroBabble-- Wow!
By Let's Compare Options Preptorial
Some publishers today believe that putting the word "Neuroscience" in a book's title is the opposite of putting in a math formula-- exponential growth instead of decay of sales. Unfortunately, neuroscience (my field, combined with robotics and animating math), is put on such an unrealistic and radical pedestal, that, frankly, I avoid almost all of its "applications" outside of surgery.

This is because a whole bunch of stupid "pop sci" authors think that PET, functional MRI and other structure/function research means we really know a LOT about the brain. Hubris, and a complete lack of humility. What makes these folks think that managing a crowd of a trillion neurons is much easier than managing a mob of critters that size? Pinker, Dennett and Chomsky have taken to joking that our neurons actually ARE crowds, each with their own "groups" of self interest and intelligence, finding themselves imprisoned in brain-jail cells, robbed of their past eukaryotic freedom.

Mairale is a complete exception to the trend of using neuro to make some new pedagogy sound "scientific." Other reviews all over the web describe this book in terms of a "teacher's manual" type text, and although it does give some astonishing new practical applications and models, it really is MUCH more scholarly than a "how to teach" or lesson plan manual. In fact, there are hundreds of those, and only ONE like this-- a comprehensive, research filled, technical bib underpinned survey of new models that really does advance the pedagogies of Watson, Piaget, Vygotsky, Stern, Bruner etc. to a completely new level.

Whether you're a teacher or educational researcher, or into neuro-psych, this book is a must read. Hardiman doesn't just use "Neuro" as a dialog about molecular biology vs. concept learning; the "practical" side also concerns what we used to call modalities or dyadic didactics. Today, the ideas of deep intelligence via hierarchical recursion and "picking a gist" in learning new skills and using new tools also relate to a true, deep "grok" of concepts via intuitive analogy. One recent example I saw of Hardiman's essential conclusions and wonderful new ideas, is an astonishing math animation at a lecture on gauge theory for postdoc theoretical physicists.

Leaving the room, the attendees to a person were commenting on how the experience was the first time in their lives the really "got" gauge at a gut level. Of course we know that means at a "neuro" level, right? The researchers had a kind of "new reverence" for the depth of the concept. What is the neurology of the childlike wonder when one realizes that the word "fraction" is infinite in subtle meanings, and can never be exhausted? My best teachers always looked at each concept not just from multiple frames, but with wonder and humility, and never ego and "I know it all." The "let's explore this together" models this author highlights get a lot closer to Vygotsky's wonderful insight that learning is not computer-like/automated activation of genetic grammars, as much as a social "epi genomic" field. Just as Vygotsky unified behaviorist and social controversies, Mairale deftly harmonizes the brain's hierarchical recursion with emotional as well as intellectual needs in the pratice based learning of both skills and concepts.

My main point is to recommend you check this amazing text out, and not be turned off by the potential of pop neuro in the title. It's the real deal, integrated and deeply recursive, not pasted together to act like we know more than we do about consciousness vs. neural models of intelligence and learning. Thankfully, Hardiman also avoids the boring and often superficial "mind as software vs. hardware" debates, and gets right down to what we do know that helps in both practice and new research directions, and where the frontiers of research are bumping up against our honest humility.

KEY TIP: This is one of those wonderful books that has an extensive "look inside" before buying feature on Amazon. DO take advantage of it! Don't let some of the "listening to Mozart while preganant" and "10% of your brain" teasers turn you off as "myths" -- the author uses them as recursive meta devices to teach teaching with (and I hate to use the word) a more "holistic" view of emotion, environment, stress, sleep, nutrition and other factors that sound like "neuro," but are essential to everything from memory to music practice, backed up with numerous contributor's research and an awesome bib/notes/research foundation in case you get static in trying to implement the ideas.

1 of 1 people found the following review helpful.
EVERY Educator Should Read This Book
By Amazon Customer
Regardless of one's pedagogical practice, BTT can help dispel neuromyths and other misunderstandings about the brain that may influence one's teaching practice. It's a comprehensive model based on how the brain actually learns, and it provides concrete tools and suggestions for implementation.

2 of 3 people found the following review helpful.
Fred Jones + This = All you really need
By JamminJonah
I love Fred Jones Tools for Teaching. I have even reviewed it on this site. This is a fantastic complement to that book. In my 4th year as a certified teacher, and my 6th in public school, I plan to gift my student teacher with the following set:

- Fred Jones Tools for Teaching *
- THIS BOOK *

and for good measure...
- Words their Way
- The Daily 5
- The Daily Cafe
- 6 Traits Writing

With these books in your arsenal (you DO have to read them each a few times) you will be off to a better start than most anyone walking in the door. I now consider this book essential to my library. This book has changed the way I set up my room. It has changed the way that I develop lessons and teach. I credit this book with my highest yet observation rating from my principal. I could write you 10 more paragraphs on how great this book is and how refreshing it is to read. I'll save you the time. Click "order now".

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~ Ebook Our Social World: Introduction to Sociology, 3e Media Edition, by Jeanne H. Ballantine, Keith A. Roberts

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Our Social World: Introduction to Sociology, 3e Media Edition, by Jeanne H. Ballantine, Keith A. Roberts

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Our Social World, Third Edition, Media Update is truly a coherent essay that inspires students to develop their sociological imaginations, to see the world and personal events from a new perspective, and to confront sociological issues on a day-to-day basis. This innovative and engaging text introduces the discipline of sociology to the contemporary student and provides an integrated, comprehensible framework from which to view the world. In each chapter, authors Jeanne H. Ballantine and Keith A. Roberts provide an organizing theme that is not exclusively tied to one theoretical paradigm to help students see relationships between topics. Our Social World, Third Edition, Media Update presents the perspective of students living in the larger global world.

• Sales Rank: #1175967 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2011-04-25
• Original language: English
• Number of items: 1
• Dimensions: .96" h x 8.42" w x 10.88" l, 3.07 pounds
• Binding: Paperback
• 704 pages

Features

• Used Book in Good Condition

About the Author

Jeanne H. Ballantine (far right) is University Professor of Sociology (emeriti) at Wright State University, a state university of about 17,000 students in Ohio. She has also taught at several 4-year colleges, including an “alternative” college and a traditionally Black college, and at international programs in universities abroad. She has been teaching introductory sociology for more than 30 years with a mission to introduce the uninitiated to the field and to help students see the usefulness and value in sociology. She has been active in the teaching movement, shaping curriculum, writing and presenting research on teaching, and offering workshops and consulting in regional, national, and international forums. She is a Fulbright Specialist Scholar and serves as a Departmental Resources Group consultant and evaluator. Jeanne has written several textbooks, all with the goal of reaching the student audience. As the original director of the Center for Teaching and Learning at Wright State University, she scoured the literature on student learning and served as a mentor to teachers in a wide variety of disciplines. Local, regional, and national organizations have honored her for her teaching and for her contributions to helping others become effective teachers. In 1986, the American Sociological Association’s Section on Undergraduate Education (now called the Section on Teaching and Learning in Sociology) recognized her with the Hans O. Mauksch Award for Distinguished Contributions to Teaching of Sociology. In 2004, she was honored by the American Sociological Association with its Distinguished Contributions to Teaching Award. In 2010, the North Central Sociological Association awarded her the J. Milton Yinger Award for Distinguished Career in Sociology.

Keith A. Roberts is Emeritus Professor of Sociology at Hanover College, a private liberal arts college of about 1,100 students in Indiana. He has been teaching introductory sociology for more than 30 years with a passion for active learning strategies and a focus on “deep learning” by students that transforms the way they see the world. Prior to teaching at Hanover, he taught at a 2-year regional campus of a large university. He has been active in the teaching movement, writing on teaching and serving as a consultant to sociology departments across the country in his capacity as a member of the American Sociological Association Departmental Resources Group. He has written a very popular textbook in the sociology of religion, has coauthored a book on writing in the undergraduate curriculum, and for 22 years ran an annual workshop for high school sociology teachers. He has chaired the Selection Committee for the SAGE Innovations and Professional Development Awards since the program’s inception. He has been honored for his teaching and teaching-related work at local, state, regional, and national levels. The American Sociological Association’s Section on Teaching and Learning awarded him the Hans O. Mauksch Award for Distinguished Contributions to Teaching of Sociology in 2000. He was honored with the American Sociological Association’s Distinguished Contributions to Teaching Award in 2010. In 2012, the North Central Sociological Association awarded Keith the J. Milton Yinger Award for Distinguished Career in Sociology.

Most helpful customer reviews

1 of 1 people found the following review helpful.
Great and easy to understand!
By Michelle
I had to get this book for my sociology class,and I'm glad that we got this book.It helps you to understand everything that you are going to learn in the chapter with great examples,pictures,grafts, and sections called "Sociology in our world".What I like about this textbook is that at the end of each chapter it has "What I have learned section" and key points to review what you learned in the chapter which helps and it tells you what page to go to see whatever your looking for in the chapter.I also like how it is current with events because it is fairly new.

0 of 0 people found the following review helpful.
Not a bad book, just not really using.
By Jacob Hansen
I originally bought this for my class but then she changed the book, it's not a bad book and i'm sure i'll find some use for it. It's actually not a bad textbook it just happens that the textbook my professor chose instead for the class was better ("You May Ask Yourself").

0 of 0 people found the following review helpful.
So...
By Kylie Schmitt
So I received the book and was under the impression that it was never opened and was able to access the online media features. The book is open and there is no way to access the media online.

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The Second Edition of The Handbook of Community Practice is expanded and updated with a major global focus and serves as a comprehensive guidebook of community practice grounded in social justice and human rights. It utilizes community and practice theories and encompasses community development, organizing, planning, social change, policy practice, program development, service coordination, organizational cultural competency, and community-based research in relation to global poverty and community empowerment. This is also the first community practice text to provide combined and in-depth treatment of globalization and international development practice issues―including impacts on communities in the United States and on international development work. The Handbook is grounded in participatory and empowerment practices, including social change, social and economic development, feminist practice, community-collaborative, and engagement in diverse communities. It utilizes the social development perspective and employs analyses of persistent poverty, asset development, policy practice, and community research approaches as well as providing strategies for advocacy and social and legislative action.

The handbook consists of forty chapters which challenge readers to examine and assess practice, theory, and research methods. As it expands on models and approaches, delineates emerging issues, and connects policy and practice, the book provides vision and strategies for local to global community practice in the coming decades.

The handbook will continue to stand as the central text and reference for comprehensive community practice, and will be useful for years to come as it emphasizes direction for positive change, new developments in community approaches, and focuses attention on globalization, human rights, and social justice. It will continue to be used as a core text for multiple courses within programs, will have long term application for students of community practice, and will provide practitioners with new grounding for development, planning, organizing, and empowerment and social change work.

• Sales Rank: #278145 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2012-08-29
• Original language: English
• Number of items: 1
• Dimensions: 9.90" h x 1.50" w x 7.90" l, 3.75 pounds
• Binding: Paperback
• 968 pages

Features

• Used Book in Good Condition

About the Author

Marie O. Weil, DSW, ACSW, is Berg-Beach Professor of Community Practice at the University of North Carolina at Chapel Hill.
 

Michael Reisch is the Daniel Thursz Distinguished Professor of Social Justice at the University of Maryland, Baltimore, School of Social Work. A former Woodrow Wilson Fellow and Fulbright Scholar, he has held faculty and administrative positions at the University of Maryland, University of Michigan, University of California, Berkeley, University of Pennsylvania, San Francisco State University and the State University of New York, Stony Brook, and been a visiting professor at universities in Europe, Asia, and Australia, . He has also directed national, state, and local policy advocacy organizations, political campaigns, social service agencies, and professional organizations. Reisch is the author, editor and co-editor of over 15 books and monographs and has written over 400 articles, book chapters, and conference papers. His work has been translated into ten languages. He is currently a SAGE advisor and series editor for Social Work in the New Century.

 Mary Ohmer has over twenty years of experience working in community organizing and development around the country with national and local nonprofit and community based organizations, foundations, and government.  Dr. Ohmer has taught consensus organizing approaches as part of macro practice and community organizing social work courses.  She received her Ph.D. in social work from the University of Pittsburgh in August 2004, and she is currently an assistant professor at the School of Social Work at Georgia State University.  Dr. Ohmer is also currently working with the United Way of Metropolitan Atlanta to help them develop and implement an evaluation of the community training.  

Most helpful customer reviews

4 of 6 people found the following review helpful.
Students and Teachers Beware
By Commuter
This book is terrible. I am a student using this book in my communities and organizations class. This is the senior year of my bachelors in Social Work. After three years of school I have a 4.0 and am currently interning as a political lobbyist, which requires me to read and comprehend bills and resolutions, just to give perspective on my reading level.

The authors of this book have clearly been getting intimate with their thesaurus'. It is practically impossible to read and comprehend. Concepts and theories are not really presented in this text but rather these concepts are analyzed from the varying authors perspectives, without actually presenting the concepts and theories in the first place.

For professors who may not read the entirety of this dictionary sized book, each chapter has a different author. Therefore some are written better than others, overall however, its a bad book.

I and the rest of my class have begun advocating with teachers and administrators to keep this book from being used in future classes as there are a number of better options out there. I hope this review helps teachers understand what they are assigning their students.

0 of 1 people found the following review helpful.
Five Stars
By judah
Excellent - thank you!

See all 2 customer reviews...

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>> Free Ebook Social Policy for Children and Families: A Risk and Resilience PerspectiveFrom SAGE Publications, Inc

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Incorporating cutting-edge research, the authors of this multidisciplinary text offer new evidence that a public health framework based on ecological theory and principles of risk and resilience is essential for the successful design of social policy. Contributing authors apply the editors’ conceptual model across the substantive domains of child welfare, education, mental health, health, developmental disabilities, substance use, juvenile justice, and now poverty.

This is an ideal core text for graduate and upper level undergraduate courses entitled Social Policy, Advanced Social Policy, or Social Work with Children and Families in departments of social work, family studies, human services, sociology, public health, or psychology. It is also a vital resource for elected officials, policy makers, and others interested in the evolution of policies aimed at preventing problem behaviors and supporting children and families.

Praise for the First Edition of Social Policy for Children and Families

“What a book! A must read for those who provide services to at-risk children and their families…. The application of the public health framework to programs and policies adds value to the usual suspects of perspectives/frameworks drawn upon by the social work profession…. The authors boldly call for the triangulation of relevant theories and models of risk and resilience, and make a major contribution to social work research by advocating for the translation of empirical evidence into practical application.”— Paula Allen-Meares, University of Michigan School of Social Work

• Sales Rank: #325625 in Books
• Published on: 2010-11-10
• Original language: English
• Number of items: 1
• Dimensions: 9.02" h x .85" w x 5.98" l, .97 pounds
• Binding: Paperback
• 416 pages

About the Author

Jeffrey M. Jenson, PhD, is the Philip D. and Eleanor G. Winn Professor for Children and Youth at Risk in the Graduate School of Social Work, University of Denver. His research focuses on the application of a public health approach to preventing child and adolescent health and behavior problems and on the evaluation of preventive interventions aimed at promoting positive youth development. Dr. Jenson has published seven books and numerous articles and chapters on topics of prevention and child and adolescent development. His 2014 book (with K. Bender), Preventing Child and Adolescent Problem Behavior: Evidence-based Strategies In Schools, Families, and Communities (Oxford University Press) is a comprehensive review of empirical evidence pertaining to the efficacy of universal, selected, and indicated preventive interventions for children and youth. Dr. Jenson has received several awards for his scholarship, including the Aaron Rosen Award from the Society for Social Work and Research. He is the recipient of Distinguished Scholar and University Lecturer awards from the University of Denver and is a former editor-in-chief of the journal, Social Work Research. Dr. Jenson is a fellow of the American Academy of Social Work and Social Welfare and the Society for Social Work and Research.

Mark W. Fraser, PhD, holds the Tate Distinguished Professorship at the School of Social Work, University of North Carolina where he serves as associate dean for research. He has won numerous awards for research and teaching, including the Aaron Rosen Award and the Distinguished Achievement Award from the Society for Social Work and Research. His work focuses on risk and resilience, child behavior, child and family services, and research methods. Dr. Fraser has published widely, and, in addition to Social Policy for Children and Families, is the co-author or editor of eight books. These include Families in Crisis, a study of intensive family-centered services, and Evaluating Family-Based Services, a text on methods for family research. In Risk and Resilience in Childhood, he and his colleagues describe resilience-based perspectives for child maltreatment, substance abuse, and other social problems. In Making Choices, Dr. Fraser and his co-authors outline a program to help children build sustaining social relationships. In The Context of Youth Violence, he explores violence from the perspective of resilience, risk, and protection, and in Intervention with Children and Adolescents, Dr. Fraser and his colleagues review advances in intervention knowledge for social and health problems. Intervention Research: Developing Social Programs describes the design and development of social programs. His most recent book is Propensity Score Analysis: Statistical Methods and Applications. Dr. Fraser serves as editor of the Journal of the Society for Social Work and Research. He is a fellow of the National Academies of Practice and the American Academy of Social Work and Social Welfare.

Most helpful customer reviews

0 of 0 people found the following review helpful.
Useful for class
By April T.
This textbook was very useful, and I enjoyed how each chapter was written by a different social worker or pair of researchers. It had a lot of good information that was presented in an easy-to-understand fashion - much unlike many of the other policy textbooks out there.

0 of 0 people found the following review helpful.
it's an easy read. I don't mind reading but if it's ...
By Sharnae
it's an easy read. I don't mind reading but if it's a lot I get bored easily, but this draws you in especially if your earning a degree or want to know about certain policies in dealing with children and family laws and court systems

0 of 0 people found the following review helpful.
Great Information and content
By DetailsForYou
Great Information and content, but kind of boring to look at. The print is a little on the small side, which in itself tends to make it seem more overwhelming to tackle.

See all 12 customer reviews...

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